the use of communicative language teaching (clt)

THE USE OF COMMUNICATIVE LANGUAGE TEACHING (CLT)
IN TEACHING SPEAKING RECOUNT TEXTS TO THE EIGHT GRADERS OF SMPN 28 SURABAYA
THE USE OF COMMUNICATIVE LANGUAGE TEACHING (CLT)
IN TEACHING SPEAKING RECOUNT TEXTS TO THE EIGHTH GRADERS OF SMPN 28 SURABAYA
Aprilia Era Kusumawati
English Education, Faculty of Languages and Arts, The State University of Surabaya
[email protected]
Dra. Theresia Kumalarini, M.Pd.
English Education, Faculty of Languages and Arts, The State University of Surabaya
Abstract
Speaking is the way to communicate with other people to deliver creative ideas orally (Brown, 2004). Even
though, in speaking class students are demanded to keep on speaking there are still some who stay passive. Through the
use of Communicative Language Teaching (CLT), students are driven to work in pairs by sharing and finding
information, delivering their ideas freely, helping to check their partner’s tasks, and receiving the feedback. This
research is descriptive qualitative aiming to describe the implementation of Communicative Language Teaching (CLT)
in teaching speaking recount texts to the eighth graders of SMPN 28 Surabaya and the students’ speaking performances
by focusing on their fluency. The result reveals that the implementation of CLT was in line with the procedures in doing
the activities modified from Richard (2006). They are mechanical practice, meaningful practice, communication
practice, and feed back. From the students’ speaking performances, it can be seen there were various levels of the
students’ fluency ranging from poor to excellent. In conclusion, CLT could be implemented in teaching speaking to
make the students keep practicing and help them deliver their ideas confidently.
Keywords: Speaking, Teaching speaking, Recount Texts, CLT, The Eighth Grade Students.
Berbicara merupakan alat untuk berkomunikasi dengan orang lain yang bertujuan untuk menyampaikan ide kreatif
secara lisan. Bahkan di dalam kelas berbicara siswa diminta untuk terus berbicara masih ada beberapa siswa yang
pasif. Melalui Communicative Language Teaching (CLT) siswa dituntut untuk bekerja bersama pasangan dengan
berbagi dan mencari informasi, menyampaikan ide mereka secara bebas, membantu dan mengkoreksi pekerjaan
pasangan, dan mendapat umpan balik. Penelitian ini merupakan deskripsi kualitatif yang dimaksudkan untuk
mendiskripsikan penenerapan Communicative Language Teaching (CLT) di dalam mengajar berbicara teks recount
untuk siswa kelas delapan SMPN 28 Surabaya dan penampilan berbicara siswa dengan focus pada kefasihan berbicara
mereka. Hasil mengungkapkan bahwa pelaksanaan dari CLT telah sesuai dengan prosedur- prosedur dalam melakukan
aktifitas yang modifikasi dari Richard (2006). Prosedur tersebut adalah berlatih mekanik, berlatih bermakna, berlatih
komunikasi, dan umpan balik. Berdasarkan hasil dari penampilan berbicara siswa, terlihat bahwa terdapat bermacammacam hasil dari kefasihan siswa mulai dari sangat jelek sampai sangat bagus. Kesimpulannya, CLT dapat diterpakan
dalam mengajar speaking untuk membuat siswa berlatih terus menerus dan membantu mereka menyampaikan ide
mereka secara percaya diri dalam speaking.
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THE USE OF COMMUNICATIVE LANGUAGE TEACHING (CLT)
IN TEACHING SPEAKING RECOUNT TEXTS TO THE EIGHT GRADERS OF SMPN 28 SURABAYA
technique makes the students collaborate with their
friends in groups or pairs in speaking activities. From that
reason, the researcher observes that CLT can help the
teacher to make the students confident and active in
delivering their ideas orally in the class by giving them
the activities. Through the activities, the students are
provided opportunities to communicate using the target
language (Lee, 2000). In this purposeful technique
process of CLT, Morrow (1981) says that there are three
features in common: information gap, choices, and
feedback. Information gap is one of the best ways to
make communicative speaking activities whereas the
students have different information from each other in
accomplishing the tasks. This refers to the fact that in real
communication, people normally communicate to get
information they do not possess. In communication, the
speaker has choices of what and how she will say, but if
they tightly controlled to speak in the activity, it would
eliminate the choices which are not really communicative
(Larsen-Freeman, 2000). True communication is
purposeful, that the listeners have an opportunity to
provide the speaker with such feedback
FINTRODUCTION
Curriculum in 2013 has been implemented in
several schools in Indonesia. Curriculum 2013 contains
four main competencies from KI 1 to KI 4: spiritual,
social, knowledge, and skill aspect. The teacher has an
authority to choose the skills that he wants to develop
during the teaching learning process. Whenever the
teacher wants to develop one skill competence, she could
directly focus on one basic competence. There were four
skills that are required to be thought in teaching English:
listening, reading, speaking, and writing.
Speaking is a product of creative arrangement in
communication among people (Brown, 2004). Based on
that statement, speaking means the productive skill which
produces words orally. In other words, speaking is the
way of communication among society in expressing the
people’s thoughts. Clark and Clark (1997: 223) define
that speaking is fundamentally an instrumental act.
According to Clark and Clark, the silent students would
never act if they have no jobs to talk in the class. Some
activities can make the silent students to actively speak
inside of the class. However, the teacher is the actor who
should be responsible on making the silent students
become active in the speaking class.
Moreover, the previous study conducted from
the thesis entitled “The Application of Communicative
Language Teaching (CLT) method to Improve Speaking
Ability” by Siti (2013) also discussed about “CLT”. The
result of that study shows that the students can improve
their speaking ability after using “CLT” with the
discussion activity. However the research in the previous
study used experimental method. It is apparent from the
previous study that it is possible for CLT to be
implemented in several English classrooms in Indonesia.
One of the teachers who implement CLT is the English
teacher of SMP Negeri 28 Surabaya. However, the
teacher using CLT in teaching speaking needs a simple
passage of the material. Then, telling the experience in
recount texts for the eighth grade students of junior high
school must be the simple one of the materials to use in
speaking. Thus, in this study the researcher conducts the
research of using CLT in teaching speaking recount with
the purpose to show how the technique of
Communicative Language Teaching (CLT) practice
works and see the students’ speaking performances by
focusing on their fluency in speaking.
Horwitch (1986:125) indicates that Indonesian
students have a frustating mental to study the foreign
language. The students’ frustrating mental makes them
feel anxious which makes them passive and difficult to
deliver their ideas confidently in speaking. It can be
proven by the students’ performances which are
unnatural. There were frequent errors in structure and
pronunciation, the use of basic vocabulary, and there
were hesitation with frequent pauses in speaking. The
lack of speaking practice may cause those problems to
rise.
However, the teacher is the actor who should be
responsible on making the silent students become active.
It means that the teacher should create interesting and
effective teaching-learning process in the class by using
some appropriate technique to solve those problems. As
one kind of the techniques in language teaching, CLT is
hoped can lead the students to actively speak through the
activities in the class by working in groups or pairs.
Concerning with the introduction, the researcher
makes two research questions:
Richard (2006) says that Communicative
Language Teaching (CLT) is viewed as a system for the
expression of meaning whose main function of language
is to permit the interaction and communication. Thus, this
1. How is the implementation of Communicative
Language Teaching (CLT) as a technique in
teaching speaking recount to the eighth graders
of SMP Negeri 28 Surabaya?
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THE USE OF COMMUNICATIVE LANGUAGE TEACHING (CLT)
IN TEACHING SPEAKING RECOUNT TEXTS TO THE EIGHT GRADERS OF SMPN 28 SURABAYA
2. How is the students’ speaking performance in
(CLT) in teaching speaking recount texts to the eighth
graders and the students’ speaking performances during
the implementation. There were two sets of data to be
analyzed. The first data were the descriptions of the
students’ and teacher’s activities in the teaching learning
process which were observed by using observation
sheets. Ary et al, (2010) conclude that observation sheet
contain two parts: the description of telling about who,
when, and what is done and the reflection of telling about
what the researcher does during the teaching learning
process. Thus, the researcher was driven to make good
notes in observing the activities in the class. The second
data were the descriptions of the students’ speaking
performance results during the implementation which
were transcribed in written forms.
speaking
recount
texts
while
the
Communicative Language Teaching (CLT) is
implemented?
RESEARCH METHOD
This research was designed in descriptive
qualitative research with the purpose to describe the
implementation of CLT in teaching speaking recount
based on the teacher’s and the students’ activities in a
particular school, that is in SMP Negeri 28. Firstly, the
researcher studied the details which were achieved
through a basic interpretative in qualitative research.
Basic interpretative studies described and
interpreted phenomena or processes (Ary, Jacobs,
Sorensen, & Razavieh, 2010). It was shown that the
research design was a particularly suited in describing the
implementation practice works by using various data
collection tehniques. This research utilized the
description of the result of the implementation of CLT in
teaching speaking recount and the results of the students’
speaking performances during the implementation.
The data were described by using the research
instruments. Observation sheet as the first instrument was
used to collect the data for the first research question.
While the students’ speaking performance results was the
instrument to collect the data for the second research
question by using audio recording and speaking fluency
rubric as tools. In this research, the implementation and
the observation were conducted in three meetings
In this research, the researcher applied the
theory of qualitative data analysis by Ary et al (2010) that
consists of familiarizing-organizing, coding-reducing,
and
interpreting-representing.
Familiarizing
and
organizing were the first stage of analyzing data of this
research. In this research, the researcher would
familiarize herself with the data (Ary, 2010). The
researcher paid attention to the activities between the
teacher and the students and observed the implementation
and listened repeatedly to the spoken data. After being
familiar with the data, the researcher organized the data
and analyzed them. The second stage was coding and
reducing. For the first research question, the researcher
coded the data in the criteria, indicator, description, and
reflection of the observation sheet then reduced the data
without putting the data which were not related to the
research. In the second data, the students’ speaking
performances were coded into some level. Level VP was
indicated as Very poor, PA was indicated as Poor to
Average, AG was indicated as Average to Good, and GA
was indicated as good to excellent. In reducing the data,
the researcher focused only on the students’ fluency to be
discussed by taking the sample of the students’ speaking
performances that had been collected. The last stage was
interpreting and representing. Ary et al (2010) state that
interpretation is about emerging the meaning, telling
whatever it exists, providing an explanation and
developing the reasonable explanations. To interpret the
Based on introduction above, the subject of
this research were the teacher and the eighth grade
students of SMP Negeri 28 Surabaya. The researcher
used purposive method to gain the participants of this
research. Purposive method is one of the strategies in
making participants of the study by grouping them
according to preselected criteria pertinent to a particular
research questions (Mack, Woodsong, MacQueen, Guest,
& Namey, 2005). The researcher collected some public
schools who implemented the 2013 curriculum and
Communicative Language Teaching (CLT) in English
teaching. Eventually, SMPN 28 Surabaya was finally
chosen as the setting of this research. Based on the
material needed to complete this study, the researcher
chose one of the ten eighth grade classrooms of the
school. From the population in the school, it could be
stated that every classroom had the same chances to be
taken as a subject. The class of VIII J was proposed by
the teacher for the researcher to do the research, which
consisted of 20 female students and 17 male students in
the class. Based on the number of participants, the
researcher took several students as the representatives
who reflected the level of the students’ speaking
performances which were focused on the students’
fluency.
The data were utilized to describe the
implementation of Communicative Language Teaching
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THE USE OF COMMUNICATIVE LANGUAGE TEACHING (CLT)
IN TEACHING SPEAKING RECOUNT TEXTS TO THE EIGHT GRADERS OF SMPN 28 SURABAYA
data, the researcher used some theories of speaking
fluency to interpret the data in details. In addition, this
interpretation would be understandable by the availability
of the visual representation of the data.
asked them to prepare the story in the next meeting based
on the new topic.
In the third meeting, the students were
brainstormed about the materials of recount text with
different topic “embarrassing experiences.” In the
mechanical practice, the teacher gave some knowledge
about some vocabulary related to the topic in order to
brainstorm them. Then, they were back to work in pairs
to do the activities as in the previous meeting. In the
meaningful practice, the students could work more
efficiently because they prepared their tasks before. Thus,
in the third meeting, the implementation of CLT with
some activities could be fully finished. The procedure of
CLT that were implemented by the teacher in teaching
speaking recount was in line with the theory of Harmer
(2007) that says the first goal of teaching speaking is to
convey the information and to facilitate exchanges of
goods and service. The second goal is to maintain a good
relationship among people.
RESULT OF THE STUDY
The Implementation of Communicative Language
Teaching (CLT) in Teaching Speaking Recount
Based on the result of the observations, CLT
could make the students actively speak and confidently
deliver their ideas in order to make them speak fluently
by giving them some activities (Richard, 2006). The
process of the implementation was effective. It was
proven from the implementation that was in line with the
procedures that were proposed by Richard (2006).
In the first meeting, the teacher brainstormed the
students about the recount text as the material by giving
them a picture before introducing them to specific topic.
The teacher asked some questions related to the picture
and the students’ job was answering those questions
orally. In this activity, it was called mechanical practice
which was the first procedure of CLT. After developing
the students’ knowledge, the teacher divided them in
pairs and started to introduce the first topic about
“Experiences in Holiday”. In pairs, the students did
interview task to share their experiences in holiday. By
doing the interview task, the students found and shared
the information related to the topic as the feature of CLT
in information gap. Those activities were done in the
meaningful practice as the second procedure of CLT.
Choices were the next feature in CLT that made the
students had a choice to deliver their ideas freely. Here,
the students reconstructed the information of their
partner’s story by retelling it with their own words and
presenting the story in front of the class as the
communicative practice which is the third procedure of
CLT. Therefore, the presentation and giving feedback as
the last procedure could not be done in the first meeting
because the time was not enough.
The activities inside of the classroom were run
well. It was proven from the students being able to
deliver their ideas in speaking confidently. Therefore, the
classroom goals are focused on all of the component in
communicative competence, the students have to use the
language ultimately, productively, receptively, in
unrehearsed activities and kept the teacher just become
the facilitator and feedback giver as the characteristic of
CLT (Larsen and Freeman 2000).
The Students’ Speaking Performances during the
Implementation Communicative Language Teaching
(CLT)
To
describe
the
students’
sepaking
performances, the researcher used a speaking fluency
rubric which was adapted from Pearson Education
(2005). The scoring for speaking fluency rubric
comprised the aspects of fluency, such as grammar,
vocabulary, pronunciation, speaks smoothly and the
expression and gesture while speaking. After all aspects
were analyzed, the students’ level of speaking fluency
was revealed. The researcher took the data by using audio
recorder then, she trancribed the oral data in written
forms to get the valid ones.
In the next meeting, the teacher reviewed the
students’ previous knowledge. Then, the teacher asked
the students to present and retell the recount story of their
partners. After each student came forward to present the
speaking performance, the teacher’s job was giving them
some feedback to encourage them to be better in
speaking. From those activities, what the teacher and the
students did belong to the communicative practice and
feedback. Since the time was still ten minutes, the teacher
introduced the topic for the next meeting shortly and
Related to the results of the students’ speaking
performances during the use of CLT in teaching speaking
recount, it was shown that the results of the students’
fluency were varied in the difference levels although they
were in the same grade. It was proven from the quality of
their fluency in delivering the story which was quite
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THE USE OF COMMUNICATIVE LANGUAGE TEACHING (CLT)
IN TEACHING SPEAKING RECOUNT TEXTS TO THE EIGHT GRADERS OF SMPN 28 SURABAYA
students’ fluency. Some students could be
categorized in average to good and good to
excellent level, but there were also few students
who were included in a very poor and poor to
average level.
different. The researcher took four students as the
representatives to represent each level of the speaking
fluency. The four students were put in the categories of
very poor, poor to average, average to good, and good to
excellent. The results of the students’ speaking recount
showed that the performances in the third meeting were
better than in the second one. It was apparent from the
vocabulary that the students used which were various
compared to the one used in the first meeting. The second
topic made the students open their knowledge up in
vocabulary. The topic of “embarrassing moments” could
enhance the vocabulary by making them often open the
dictionary. In the third meeting, the students seemed
enthusiastic. They looked more confident in speaking. It
was concluded that the interaction which occured in
working an activity gave the opportunities to speak and
be confident to deliver the students’ ideas orally. The
activities of CLT were done in order to make them more
fluent in speaking.
REFERENCES
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A.
2010. Introduction to Research in Education.
Wadsworth: Cengage Learning.
Brown, H. Dougles. 2001. Teaching by Principle an
Interractive
Approach
to
Language
Pedagofy. San Fransisco: Adison
Wesely Longman. Inc.
Brown, H. D. 2004. Language Assessment. Principles
and Clasroom Practice. San Fransisco: Pearson
Longman.Inc
Clark, H. H. and Clark, E.V. 1997. Psychology and
Language: An Introduction to Psycholinguistic.
New York: Harcourt Brace Jovanovich
Publishers.
Education, Pearson. 2005. World view levels 1-4:
Video/DVD/ Speaking Rubric for Fluency
Activities Copyright by Pearson Education, In.
Permission Granteed to reproduce for classroom
use.
Horwitch, Elaine K, Horwitz, Michael B. Horwitz, and
Joann Cope. Foreign Language Anxiety. Modern
Language Journal. Vol. 70, No. 2 , pp. 125-132.
Summer 1986.
Harmer, J. (2007a).How to Teach English. New York:
Pearson.
Johnson, K. Morrow, K. 1981. Communication in the
Classroom. Harlow: Longman.
Larsen-Freeman, Diane. 2000. Techniques and Principles
in Language Teaching. New York: Oxford
University Press.
Lee, J. (2000). Tasks and Communicating in Language
Classrooms. Boston: McGraw - Hill.
Mack, Natasha, Woodsong, Cynthia, MacQueen, Kathleen
M., Guest, Greg, & Namey, Emily. (2005).
Qualitative Research Methods: A data collector's
field namey. North Carolina. USA: Family Health
International.
Puspita, Siti Eka. 2012. The Application of
Communicative Langugae Teaching (CLT) Method
to Improve Speaking Ability. Salatiga: State
Islamic Studies Institute (STAIN)
Richard, Jack. C. 2006. Communicative Language
Teaching Today. New York: Cambridge
University Press.
Richards, J.C. and T.S. Rodgers. 1986. Approaches and
Methods in Language Learning. Cambridge:
CUP.
CONCLUSION
By looking at the results that were discussed
earlier, the researcher draws two conclusions of this
research:
1.
2.
The
implementation
of
Communicative
Language Teaching (CLT) in teaching speaking
recount to the eighth grade students of SMPN 28
Surabaya was in line with the procedures that
were adapted from Richard (2006). It was seen
that the students actively spoke in pairs and
could deliver their ideas in speaking confidently.
The students did the interview task and
reconstruct the information of their partner’s
story with their own words. They became more
confident in presentation in front of the class by
practicing their speaking constantly with the
activities before.
Based on the second research question, the
researcher focused on seeing the students’
speaking fluency. The students’ speaking
performances were analyzed on speaking
fluency rubric which consisted of five aspects on
fluency and was catagorized in some level that
were adapted from Pearson Education (2005).
The five aspects to evaluate the students’
fluency in speaking recount included the various
vocabulary; the use of grammar; speaks
smoothly; the pronunciation; and then the
gesture and expression. From the results of the
students’ speaking performances, it was
concluded that there were various results of the
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